Mother–Child Bookreading in Low-Income Families: Correlates and Outcomes During the First Three Years of Life
Year: 2006
Type: article
Study design: Observational Study
Abstract: About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary.
Source: Child Development
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Reduced inequalities
Open Access status: bronze
Funders: U.S. Department of Health and Human Services, Utah State University, University of Missouri, Harvard University, Michigan State University, University of Washington, University of Pittsburgh, University of South Carolina, Iowa State University, York University, College of Engineering, Michigan State University, University of California, Los Angeles, U.S. Public Health Service, School of Nursing, University of Washington
Awards: G5592756404, G638462643
OpenAlex ID: W2168995526